Commentary: Critical thinking: Can we teach it? Should we teach it?

How Should We Teach Simulation ?

This paper deals with the issue of how one can teach simulation in the most time-efficient way. We first distinguish between different types of student as regards their background and future needs. We next look at reasons for studying simulation at a business school. Next we compare animation oriented simulators with simulation languages. We then study a list of desirable criteria for simulatio...

Can we teach emotional intelligence?

We conduct a field experiment to test whether (and how) emotional intelligence can be taught effectively in a short course. We randomly assign MBA students to an emotional intelligence course, a resiliency course, and a “placebo” course. We compare their emotional intelligences, as measured by the MSCEIT, before and after the sixteen-hour course. We find that students in the emotional intellige...

Erythema nodosum :what should we consider about it?

What Should we Teach About Petri Nets?

I challenge the traditional choice of topics and the usual style of presentation for introductory courses on Petri nets. For such a course I suggest a number of aspects that usually are not considered fundamental. This includes faithful models, a slight revision of formalisms and terminology, specific techniques to increase the expressive power of Petri net models, aspects derived from distribu...

Glycemic variability: should we and can we prevent it?

Diabetes is characterized by glycemic disorders that include both sustained chronic hyperglycemia and acute glucose fluctuations. There is now cogent evidence for the deleterious effects of sustained chronic hyperglycemia that results in excessive protein glycation and generation of oxidative stress. The role of glucose variability from peaks to nadirs is less documented, but there are many rea...